Search results

While the literature available shows that indicators of educational success are the most proximate influences deciding occupational class at the beginning of workers' careers, there are still many unsettled issues as to exactly why education is important for the reproduction of social classes. An unimportant, relatively unexplored facet of this problem is how educational criteria are used by employers, unions, professional associations and licensing boards — the decisions of these groups being essential elements in the process by which individuals are admitted to occupational classes.

Means, medians and SD for available socio‐economic status (SES) black‐white differences are here substituted for those of IQ in a between‐groups model published by the author over a decade ago. The goodness of fit of the SES variables used is compared with that for the earlier IQ data. Even when SES variables are relatively successful this can be viewed as additional evidence of the importance of IQ differences to black‐white differences in delinquency.

Robert Hauser has been named President of Electro Materials Corporation of America (EMCA). He replaces George Lane who will remain as a consultant to EMCA. Mr Hauser has been director of corporate new ventures for EMCA parent company, Rohm and Haas Company. His duties have been assumed by Allan Levantin, Vice President for corporate development of Rohm and Haas. Mr Levantin retains his title.

Results from international large-scale assessments, such as PISA surveys, suggest that boys do better in math and science, whereas girls do better in reading. How do gender gaps vary across subjects, when estimated simultaneously? Building on the work of Tsai, Smith, and Hauser (2017), we answer this question by applying a multilevel-MIMIC model that enables us to estimate gender gaps in two ways: gender differences in the effects of observed family and school factors on math, science, and reading scores; and the “adjusted” gender gaps in test scores across all three subjects after controlling for observables. We apply the model to 2012 PISA data of students aged 15–16 and enrolled in 9th or 10th grade in three East Asian (Japan, South Korea, and Taiwan) and three Western countries (USA, Germany, and the Czech Republic) that represent both similar and different types of school systems. Our findings indicate that the gender gap in math or science achievement in Western countries, favoring boys, does not necessarily apply to the East Asian countries examined here, while all three East Asian countries exhibit similar features of gender reading gaps in the 10th grade. There is evidence indicating that observed background and school factors impact boys’ and girls’ achievement in a similar way in USA, Japan, Korea, Taiwan, and the Czech Republic, but not in Germany. Overall, gender differences in family and school influences do not account for gender differences in academic achievement in any of the six countries.

To describe both the service and recent developments of FIZ AutoDoc.

An in depth description with particular emphasis on copyright issues.

That FIZ AutoDoc has developed to respond to the information needs of its customers primarily in the commercial sector internationally.

A full description of a valuable service that draws upon the resources of many partners to provide commercial organizations with the information that they need.

After multiple decades stumbling in the status attainment wilderness, the sociological study of inequality is now cultivating a new garden: the workplace generation of inequalities. While our theories have long focused on contextually embedded social relations – often in production – as generating inequality, our methods have lagged, focusing instead on individual status attainment, abstracted from social relations including those at work. In this chapter, we outline first how we got into this mess, and then advocate a principled comparative methodological framework for studying the organizational generation of durable inequalities. We highlight the particular contribution of Randy Hodson to the original critique of individualistic status attainment research and his role in developing alternative methodologies, some of which we think should be further developed today.

Higher proportions of females than males currently attain tertiary education in the United States where completing high school is the prerequisite for gaining access to postsecondary education (Buchmann, DiPrete, & McDaniel, 2008; Horn & Premo, 1995). Since 1970, women went from being the minority to the majority of the United States undergraduate population, increasing their representation in higher education from 42 percent of undergraduates in 1970 to 56 in 2001 (Freeman, 2004; Peter & Horn, 2005). Although there were more men than women ages 18–24 in the United States (15 vs. 14.2 million) in 2004, the male/female ratio on college campuses was 43–57, a reversal from the late 1960s and well beyond the nearly even splits of the mid-1970s (Marklein, 2005). Male–female ratios differ among colleges, with some US institutions now having ratios approaching two-thirds of women. It is projected that by 2010, 9.4 million women will be enrolled in college, compared with only 6.8 million men, a ratio of about 41 men to 59 women (NACUFS, 2007).